Category Archives: Applications

Flipping with MoveNote For Micro-Learning

movenoteIncreasingly teachers need to be able to rapidly post content online for students to review or revise. Video is usually fairly cross-compatible, but creating a video can be a daunting task for any teacher. MoveNote is now available as a Google add-on, and that simplifies things a great deal. If you have a web camera installed, creating video content for the flipped classroom becomes ludicrously easy.

Many teachers already have content on PowerPoint, or you can quickly put a PowerPoint together on the topic you want to present. You launch the app, or access the website, and enable the web camera. You can then add slides, or a single image. When you click record, you can talk into the web camera and advance slides in the app. When you’ve finished it saves as a video format, which you can download and store on your LMS.

The format of visual and talking head is an easy way of replicating the in-class “lecture”, and can be used to create very short chunks of byte-sized micro-learning. I really think that a limit of 60 seconds should be set. 60 seconds to explain an idea or concept. These micro-learning moments allow students to quickly access ideas they need when they need them. These quick videos can be downloaded as mp4s or viewed in a web browser, making them very versatile. If you don’t have a web camera, you can upload a video you have filmed separately.

The talking head can be replaced simply with audio, but I believe personalizing the videos really helps make them more accessible for students. The content can be … literally anything!





The Wu Wei of Whatsapp!

whatsappWith over 500 million whatsapp users, and with smartphones becoming ubiquitous, whatsapp is a part of the fabric of the school, whether you as a teacher are using it or not! It is the single biggest social messaging platform and offers key affordances in the classroom. It is cross-platform, allowing users with different phones to message each other effortlessly.

On Whatsapp you can set up groups and subscribe users (up to 30) to each group. When you send a message to the group all members are included. It is for the mobile phone what a listserv is for email! Attachments such as pictures, audio or video can be added, and messages can be sent using phone data or over wi-fi. Within a school environment where students and teachers are hooked up to the school wi-fi, this effectively means communication can be instantaneous and free to users, an important consideration. Conversations can also extend beyond school hours, and this is a huge advantage.

It seems to me that whatsapp use in the classroom started with students forming groups based on interest or need. It was a useful way to find out what homework had been set, and pages could be photographed and sent to the group. My sons use it for this purpose, and I know that as a family it is a fantastic application for spreading information quickly to everyone. My son tells me that the other day in his Maths class, many of the boys had not brought their books for whatever reason. The relevant page was photographed and sent to the class whatsapp group. It is now fairly routine for a student to photograph the homework on the board and whatsapp it to the rest of the class! It is usually best to ask your students to set up a whatsapp group for the class, and to add you to it. This gives students a sense of ownership of the group. You can then use the group to answer student queries, and to send out information such as a reminder to bring a particular book to class. It allows for those sudden unavoidable changes in plan too, including things you forgot to mention in class. You do need to remember though that whatsapp can never be an official channel for communication. Not all students have smartphones, some may run out of data, some may lose battery, and you cannot penalize any student for failing to receive a message! This is important to note – I have heard of teachers using it as if it were an official channel and seriously disadvantaging students because of this! My advice would be to keep the class whatsapp as a student run channel, which you can use, but always as a reminder, never as the primary information channel.

Students feel free to use the channel for chat, and this more sociable reaction to classroom announcements is an invaluable tool in promoting your digital presence in the class. It’s a good platform for happy birthdays and well-wishing messages when someone is ill. I encourage students to broadcast a summary of any class for those who are absent.

I find it especially useful for extra-mural activities where do not always see your students in class during the course of any given day, and unexpected changes are de rigueur! Whatsapp is clearly very useful as a classroom management tool, but can it be used pedagogically too?

One feature of whatsapp is the ability to send a recorded audio message. If everyone in your class is signed up on a whatsapp group, you can use it as a feedback mechanism in group or even individual work. Ask students to record a quick reflective feedback on any task and message it to the group. This can then be used as material for a follow-up lesson, or allow you, as a teacher, to gain insights into students’ understanding of the task. These messages can be retrieved from the whatsapp media folder if necessary, but they are essentially ephemeral in nature.

You can also use audio or video messages, or links to these as byte-sized flipped learning content as preparation ahead of a class, or as a wrap-up to a class. I like to store this content on Moodle or other platforms, and use whatsapp simply as a reminder of the link. You can encourage students to discuss the material over whatsapp, but I feel that that serves to take over the channel too much. Part of what makes whatsapp successful is that it is an unofficial channel and is student-driven. Official class chat can be housed on a Facebook group or twitter hashtag.

Essentially I see whatsapp as a tool of inaction. It’s not so much what you do with whatsapp – it’s more about what you allow students to use it for, to support that and chip in when you can!


Using Smartphones & Twitter to Support Learning

DSC01905One of the most powerful tools afforded by modern smartphones is the ability to take a picture and upload it onto twitter to share, almost instantaneously. This functionality, the backbone of social media, is also very useful in the classroom. That picture can become available within moments, either displayed on a screen in the classroom, or on everyone else’s phones using a hashtag. This is an excellent way of sharing information quickly and having it available for discussion.

We started the year with our grade 8s by holding a workshop on Thinking Skills. One of the exercises revolved around getting the girls to find objects around the school that filled them with “wonderment and awe” and photograph it with their cameras and use a twitter hashtag to post it in a form where they could show an entire grade packed into the school hall what they had found. This combination of sharing something you have photographed and talking about it represents a very powerful pedagogical tool, bringing together observation and reflection.

twitMany students use the camera on their phones to capture their homework, or notes on the board. They can do the same to share something they have written in their books. I find twitter the best for sharing because most students have twitter accounts and access it on their phones. Getting students to create images like the one on the left is a great way to spark debate, and is very engaging. By getting students to write or draw something, and then share it, rather than calling an individual to the board to do so, ensures that everyone attempts the question or task, and allows you to select responses to discuss that address interesting teaching points.

One can also get students to create six second videos “vines” as feedback responses. Having only six seconds to play with forces students to summarise their responses into a single sentence or idea. Allowing groups to record a short piece of feedback and then post to twitter also means that you do not have to go through the often laborious, and frequently pointless process of listening to every group’s feedback on a task. You can pick out any interesting points raised for a follow-up session. I often hear it said that twitter is useless for education because it allows only a limited number of characters – but in fact that’s all you need to summarise your main point. The reflection and agreeing on a main point is where the learning happens. Twitter does allow the class to access aspects of an individual or a group’s thinking to fuel further discussion, and as such, is an invaluable tool in the classroom.


Using ICTs to Unpack and Repack Ideas: Part II

IMG_9705In Part I, I discussed how ICTs offer key affordances for unpacking ideas and abstract concepts, making them accessible to students. In this post I will look at that other major routine in every classroom, the re-packaging of concrete experiences and ideas into the organised expression of abstract thought. If unpacking is largely about reading of texts or experiences, re-packing is about writing. More particularly it is about learning how to express oneself in genres, in academic language, in empowering new discourses. By writing, of course, I mean thinking as well. Students studying Science or History are essentially learning how to think like a Scientist or an Historian, how to use the ideas and vocabulary of those disciplines to construct meaning.

ICTs can be very important tools in managing and scaffolding this process. Too often teachers simply set a writing task, and without any scaffolding expect students to produce results. Writing is then graded, and those who fall short receive little additional support beyond a few comments or indications where they went wrong. One of the reasons for this resides in the very labour intensive nature of assessing writing. It takes a long time for a teacher to read every piece of writing a student produces, more time to think about what help a student needs to improve, to keep track of progress and to make pertinent and useful interventions. Assisting a single student is time-consuming, a class of 30 is a nightmare! And if your teaching load includes five such classes … impossible to do justice to! This is true if you are an English teacher or a History teacher, or any discipline that involves lengthy essay-writing.

Learning is a social process, and as Vygotsky pointed out, we learn first to do things assisted by others, and then on our own. I think this is especially so with writing, which is by nature directed at a social audience. ICTs offer exciting applications both in terms of multi-media authoring tools, publishing opportunities.and in terms of connecting writers and encouraging writing.

To my mind, then, the key affordances that ICTs offer revolve around the ability to enhance multimedia authoring, and to foster communication during the writing and thinking about your writing stages.

Multi-Media Authoring

We live in an increasingly multi-media rich society, and text is no longer the only way in which students can express their ideas. There are exciting possibilities available in terms of video, sound, animation, graphic and presentation software which can be used in the classroom as an alternative to the written word. All of these tools allow expression of thought multi-modally, but to a certain extent they also help students organise their thoughts. For example, even a simple PowerPoint presentation directs the author towards the use of keywords rather than extended answers, and, if used skillfully can help students become aware of the bones of their argument, and the importance of knowing what your argument is. A PowerPoint can then be used as a first step in constructing a History essay, if followed up by a full-blown essay.

Just as a Flash animation can be useful in Science in visually demonstrating a process or idea, so getting students to create animations to illustrate processes or ideas can be very useful. Flash is a wonderful tool or this, but animations in PowerPoint can work just as well to show an electrical circuit or chemical bonds, for example.

Presentation applications, such as PowerPoint, Prezi or Voicethread are all useful too when it comes to English literature studies. Poetry works through imagery, and students can use presentations to explore the imagery of a poem, themes, or characterization using images they find on the Internet. I find that this helps them visualize the way in which the meaning of the poem is built upon layers of images. In a presentation the class discussion will focus on the extent to which the images chosen are appropriate to the poem at hand.

Videos are another fantastic way of allowing students to explore a topic. The process of editing the video down to a specified length can be used to help students select ideas or inclusion. This is an important part of the development of any argument. I also find that video encourages students to develop single ideas. In writing essays, students tend to struggle with tying generalisation to specific examples, quotes or anecdotes that develop and contextualize that idea. On video, the graphic format almost forces this to happen, so that if you foreground this process it can help them develop an awareness that any argument consists of both a general idea and highly contextualised supporting evidence or development of the concept.

The genre of the literary essay requires students to make statements about theme, characterization and so on, and support these statements with evidence from the text. Many students struggle with this in essay format, but are able to create a short video in which they find scenes from a set-work to illustrate a theme. You can then ask them to write an essay using the scenes they included in their video.

You will gather from what I have said above that my main focus is on how to use digital tools to support traditional essay writing rather than in replacing it. I honestly do not believe there is a substitute for the academic essay in building and displaying rigour of thought. PowerPoints, animations, comic strips, and videos can all be used to help develop and attain these skills, however, and a considerable part of our responsibility as teachers in the 21st Century is finding out how to do this!


When teaching writing, I have always used writing circles to encourage students to share their writing, talk about it and help each other learn to edit their work. Paper-based writing is difficult to discuss, unless multiple copies are photocopied ahead of time. Even with a visualizer, discussion of any student text can be awkward. Writing posted to a blog, or shared online, however, is much easier to manage, and a record of interchanges is preserved, making it the perfect platform for a meta-cognitive approach to writing. Using fan fiction sites can also encourage creative writing beyond the classroom walls, and is very motivating for students.

Using presentations as the basis for classroom discussion also helps build awareness of the choices made during the writing process. Students can be asked to identify the thesis statement of any presentation, or supporting evidence for any statement. Gradually students can be guided towards thinking of writing as a strategic process: what points are being made, how they are ordered and what use of examples, facts, quotes or anecdotes are made to develop and support the argument, rather than thinking about individual word choices.

Collaborative writing tasks are also very useful. Google Docs, for example, allow students to comment and collaborate on a report in real-time, and for the teacher to make editing suggestions while the report is being written! This ability to intervene even before a report has been presented in first draft is crucial in scaffolding writing tasks, and students find it very motivating as well. To be able to get feedback before turning in a report or essay is a huge advance on the traditional draft, feedback, final draft routine. It is also physically easier as students can invite you to their google doc to receive feedback, and you can comment while they are writing. In terms of the flipped classroom, I think this functionality provides a really concrete way of allowing for extended contact time and support outside of classroom hours.

One way of looking at teaching is to note the delicate balance between helping students acquire dominant discourses and academic language (voices of power), while developing their own understandings and expressiveness (the power of voice). Digital tools offer exciting new ways of managing and achieving these purposes.


Differentiated Tasks and Flipping Foward

poetryprojectOne benefit offered by technology is the ability to offer students differentiated tasks, and to administer this relatively painlessly! You can do this on Moodle by setting conditional statements, which release particular assignments to students based on performance on other assignments, and this can be very handy, but a bit of a nightmare to set up! It also smacks of almost dictatorial teacher power!

Another approach is to allow students to choose what types of assignment they want to do – within reason, of course. In the example on the right, students can choose from any three poems on the list, and any three assignments. The only rule is that they cannot present on the same poem, or the same assignment type. They therefore need to present three assignments (on three different poems and three different assignment types).

Assignment types can vary from traditional essays, blog entries from the point of view of a protagonist, to prezis, slide-shows, videos, voicethreads, posters, quizzes and the like, I use a generic rubric which assesses the content, the structure of the assignment – how ideas are organised, and the presentation – how the technology is used. You can also get students to submit their own rubric, which forces students to think about what they are doing in a slightly different way. You can also do peer assessments (Moodle has a workshop module for this).

The great strength of this way of working is that it gives students some control over how they study the content, and how they show evidence of their learning. I think this is not only more engaging and motivating, but it also delivers a wider variety of assignments which can be used for further learning and Flipping Forward. By this I mean that the posters, slide-shows, prezis, films and so on that students produce can be used as the basis for follow-up activities, such as an in-class discussion based on the materials created. Having digital submissions really helps as everything can be stored on the LMS where it is readily accessible for Flipped Classroom purposes.

I find that students get quite excited by the idea that content they create will become the content for future lessons. They seem to take more care, and certainly turn in work of a high quality.



No Hands – Random Name Pickers

name pickerWho gets to answer questions in class can be an issue fraught with tension. To get students to think longer instead of shutting down as soon as the clever hands go up, many teachers have a no hands policy, but then choosing who should answer becomes something of pressure point. I hate having to decide, and navigating the downcast eyes, trying to be fair, but challenging is a nightmare for me.

I found a cool tool, a random name picker on which allows you to type in a list of names of students in your class, or copy and paste from a class list, and generate a fruit-machine style random name-picker. You can save this as a web page or use embed code to put it on your Moodle page. Then, when you need to pick names to answer questions, you can turn it into a bit of fun.

I wouldn’t do it every time – or it will quickly stale, but I did find that it livened up a revision period on Merchant Of Venice!



Making Class Videos

bvideopadOne of the best free video-editing tools available is VideoPad. In the version I have you can add video files in pretty much any format, add audio files and stills to your movie, choose from a range of effects such as rotate and speed, add voice-over tracks, transition effects such as cross-fade, text overlays which can be static or scrolling, and even add another video using chroma key (green screen) or as an inset in the screen. The free version only allows you to save footage in wmv or avi format, but packs an enormous amount of power – making it my favourite choice of software for student movies – and my own! The current free download does not look quite the same as the version I downloaded a few years ago now, but still looks good!

The VideoPad site has thorough tutorials on how to use the software, so teaching students how to use it should not be a big problem.

I believe that student videos have multiple uses from filming literary works to recreating history or making report-backs on research tasks. I like to post student videos on Moodle and get students to assess each other’s work using the Choice module. This ensures that students watch each other’s work and reflect in some way on it.

I find that the ability to edit footage leads students to be more adventurous and creative than is usual for report-back type activities. By adding music and images to footage they have filmed, students can express ideas that cannot be expressed in words alone, and the recognition they get from their peers for these surprising “ooo” moments is priceless. My own kids love making videos and spend hours longer on this type of homework than any other.

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